STRATEGIES FOR POOR WORKING MEMORY

Transcription

1 STRATEGIES FOR POOR WORKING MEMORY Good resource book: The Working Memory: Train Your Brain to Function Stronger, Smarter, Faster, by Tracy and Ross Alloway, Typically recommended for working memory weaknesses: --provide a quiet learning environment --minimize distractions --provide over-learning, review, repetition and rehearsal --break up or chunk information --when teaching a student a new skill, provide slow, step by step instruction --audiotape or write things down --create a checklist with pictures --write down steps in math problems --have student paraphrase directions --highlight key terms and words --frequently repeat important information --break tasks down into component parts when possible --teach students to use memory aids such as number lines, unifix blocks, cards, wall charts, word banks, dictionaries with useful spellings, diagrams) --use graphic organizers to teach new concepts and information --keep oral directions short and simple; --ensure directions are understood; --provide compensatory aids (e.g., write directions, procedures,/and assignments on board or paper), --provide immediate feedback; --teach memory strategies (e.g., chunking, verbal rehearsal, visual imagery) --provide written directions with oral instructions whenever possible --directions, instruction, and explanations-should be linguistically simple, brief, and concise --scaffolding -- identify and emphasize main ideas; --provide examples that illustrate connections between ideas; --directly relate the new material to prior knowledge * Steps for storing info in Short-term memory a. decide what to store 1) focus attention 2) know what s important 3) filter out distractions b. reconstruction 1) pick out important parts, essential details, gist of story 2) make info. shorter, more compact 3) add personal details 1

2 c. depth of processing - imprinting on sand, clay or stone? 1) concentrate 2) use strategies 3) make sure it goes in * Coping Strategies to enhance short-term memory: 1) sticky notes 2) pocket tape recorder 3) computer software 4) answering machine - leave self messages 5) small colored press dots 6) write self notes, hold in hand, visualize what you wrote 6) items by door to take 7) specific place for specific item 8) out-of-place cues 9) chunk phone numbers 10) keep item in hand until task is done * Organizing Info for Long-Term Storage and Retrieval use Retrieval CUES - if these are present during learning stage they can more effectively enhance the recall stage. a. Storage - where things get put 1) pairs - by association - keep things together that go together 2) categories - groups, file drawer names, hierarchy 3) chains - each link attached to one before and after it: music, cursive writing, muscle movements 4) rules - spelling, grammar, math formulas 5) variety - store in more than one way use multiple strategies for most effective memory 6) elaboration - talking and thinking about ideas in different ways add more with imagination, relate to personal experiences * Strategies to help you remember: 1. Decide to remember establish ahead of time that something is worth remembering, important enough to need in future. 2. Making Sense if it makes sense, better chance of remembering than if it doesn t background knowledge & experience need comprehension and conceptual base trouble memorizing math facts bcs no sense of numerical patterns 3. Visualization make something real by picturing it in your mind left brain (logic, words, numbers, symbols) AND right brain (pictures, scenes) include as many of the 5 senses as you can students with tremendous visual perception problems can t remember just by looking at it but that s how they choose to study need to see, say, hear, do. 4. Chaining link together old info with new facts 5. Consolidating condensing in to a nutshell, boil it down to key words/main concepts- precise & concise reread only margin cues 6. Memory Tricks first letter of each word or phrase to create mnemonic strategy 7. Enhancing the Concept add to, elaborate, expand, relate to personally, high interest/imagination 8. Refreshing Your Memory review with flashcards, or write on chalkboard, rehearsal say info in one or more different ways, more likely to get into long-term memory I remembered it yesterday when I practiced, why can t I remember it today. need to review again in the morning. 2

3 9. Study Period vs Cramming leave time between learning and practicing and reviewing, study periods at regular intervals over longer period of time greatly enhance LT mem. ability review in small chunks every day 10. Grouping and titling put things together that go together in categories and classify NAME the category 11. Rehearsal say it over and over, aloud, whisper, silently in head; say it looking at all, at part, at none; write it & read it, erase part & say, erase all & say; write repeatedly, chalkboard, paper, in air, in dirt, etc. * Read, Recite, Write, Recite, Read, Write. Maintenance repeat over and over again until you use it tel # - short term memory. Elaborative make association with prior knowledge, create an image, record info, take notes, create mnemonic, DO something active to get into long-term mem. 12. Grouping categorizing, pairing, can be creative & fun 13. Associating with something already known 14. Study Skills concentration, underlining, outlining, highlighting, listing, say key words into tape recorder and listen again 15. By-Pass Strategies: calculator in math, computer for writing and spell check, grammar check; note taking while listening; charts, lists, diagrams 16. Test Taking Study Strategies be rested, take breaks, stay calm, don t panic, relax, use strategies, don t guess a. what material will be covered? b. what s most important to know? c. what can I memorize and what can I figure out? d. what s my best strategy for storing and rehearsing? e. how much time do I need to store all this info? f. what strategies can I use so I know when I know enough? make sample test to quiz self and friends Techniques to aid memorization: * Establish a Routine - a little every day at same time and same place * Encourage Repetition - Rehearsal - SQ4R - Survey, Question, Read, Recite, Reflect, Review OR 4 steps of preview, state purpose, read, summarize * Elicit Emotional Response - excitement, exaggeration, laughter, anger - emotional response causes chemicals in the brain to release chemicals in the brain which help strengthen synaptic connections emotion is most powerful and most permanent memory maker * Expand with Associations and Connections - making sense or nonsense - i.e.: States and Capitals - What did Della wear when she dove into her pool? Dover, DE * Extend with Visualization - create a picture - (auditory recall 7-12 % - visual recall : picture representation 72%) * Use Graphic organizers - mind mapping - put info in spatial/configural format as well as linear, sequential - helps random/scattered thinkers organize info in a way that makessense to them 3

4 * Edit and Reduce Quantity of Information - microunitting - chunking - key words (Adapt ideas from examples given to fit the type of material to be learned.) a. flashcards - one fact or concept per card - work with stack of ten - put check or X in top corner when right or wrong - 4 checks, move to review pile - Experts say that if we get the same flashcard right 4x in a row, we have it in long-term memory...still need periodic review to refresh memory. b. catch words: Have student write any list they need to learn. Arrange first letters in any order to form a catch word you can easily remember. c. catch sentences - to remember longer lists - names of planets in order: My very eager mother just served us nine pizzas. d. notes on lines and spaces in reading music: Every good boy does fine. e. key words - to remember main ideas of short passages - read passage, answer questions and discuss, list key words, rewrite story in your own words only looking at key words f. summary sentences - rewrite a summary of a text paragraph in your own words g. outlining - ways to be precise & concise * Enlist Organization of Information a. categories, classifying, grouping & titling, arrange random list in some order, i.e.: shopping list, bones in body according to areas b. chaining: learn a few basic words (sets), rehearsed into LT mem, add a few more, build up to complete sentence (set). c. listing and linking ideas d. relating in a meaningful way e. Mnemonics - helps provide scaffolding to get to higher level thinking - helpful when student doesn t have relevant background knowledge - provides visual imagery or cues when info is low in imagery or meaningfulness. Check websites: put Mnemonics in Google * Effective Rote Pacing Give PAUSE TIME WAIT TIME Let it sink in! Research has shown that there is only a 20% retention level for information given at one second intervals. However, the retention level doubles if the information is given at 8-10 second intervals! * Elaboration - Enhancing the concept - When we put a bit more effort into information we want to remember by elaborating or expanding on it, we are much more likely to remember it. Invite students to say it again in a different way, tell more about it, define it, give an example, use in a sentence, story, song, picture, etc. * Study Period vs. Cramming - regular study periods at regular intervals have been proven to be a much better way to keep more information in our long-term memory across time. When we learn new information we haven t had time to make sense out of it or assimilate it into our previous knowledge. We often feel overloaded. When we give ourselvea a breather brfore taking in new stuff, we give our minds a chance to sift, sort, organize, and question, to settle in before being ready to accept more like paper towel commercials which is more absorbent. A little goes a long way remember to leave time between your learning and practice sessions. * Employ Rhythm and Music - Movement is the door to learning. - Paul Dennison a. The Mind remembers better when the whole body and emotions are 4

5 involved.increased blood flow to the brain from exercise helps you remember better in research study, those doing high levels of exercise before 3 hrs. of tests on memory, reasoning and reaction time, scores significantly higher than thos ewho did not exercise at all Standing speeds up the information processing 5-20% compared to sitting down. (Nickelson quoting Jenson) b. Offer several stand-up breaks/stretching between activities; frequent breaks give students minds time to process information. c. Do Cross-lateral activities - pat opposite shoulder or knee, rub tummy and pat head. - Create an action or movement to help students recall an important concept. - Do one activity seated, next at the board, alternate - Toss hackey-sack ball while reciting - Create a rhythmic rap song for any rote info, list or rule to be learned - Do Brain Gym exercises Put brain Gym in Google d. Baroque music can slow the heart rate and induce a state of super relaxed awareness. In this state of being, the ability to absorb and remember information increases greatly. Listening to classical music helps organize thinking. *Enjoy Variety - Color-code info to highlight answer, syllable, prefixes, initial consonant, etc. - Use multi-media to present same idea - tape recorder, CD, DVD, computer, movie clips, YouTube clips, Internet resources) - Use hands-on projects, multi-sensory teaching approaches - Use personal experience & imagination - Assimilate, integrate with other subject areas and real-life experiences * Elect a Multi-Sensory Approach - Anytime you use two or more senses, retention of info increases. Make activities process through more than one channel see, say, hear, feel, touch, do, taste. Write and say aloud, doing, hearing, seeing simultaneously. * Ensure Over-learning -Review before going to sleep at night - brain will continue to mull on it slowcook processing it more. - If it takes five trials for a student to recall information without error, then thirteen trials will help get the info into long-term memory. For some it takes 7, 17, 77 times to get it into LT storage. - Rehearse in more than one way, more likely to get LT retention. - Refresh your memory with frequent review - The forgetting curve takes place when things we ve memorized fade into the background. Things we want to stay front and center have to be reviewed now and then. - Challenge student to state their memory strategy when giving an assignment: HOW are you going to remember that? USE IT OR LOSE IT! REVIEW - REVIEW Find 100 ways! 5